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Title: The Norton anthology of American lit­er­a­ture / Robert S. Levine, general editor;
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Description: Ninth edition. | New York : W. W. Norton & Com­pany, 2017. |
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1 2 3 4 5 6 7 8 9 0
 Contents

preface xvii
acknowl­edgments xxv

Beginnings to 1820
introduction 3
timeline 26

native american oral lit ­e r ­a­t ure 29

stories of the beginning of the world 31

The Iroquois Creation Story 32
trickster tales  35
From The Winnebago Trickster Cycle (edited by Paul Radin) 35
oratory  38
Powhatan’s Discourse of Peace and War 38
King Philip’s Speech 40
poetry  41
Cherokee War Song 42
Lenape War Song 43
Two Cherokee Songs of Friendship 44

Christopher Columbus (1451–1506) 44

Letter of Discovery (February 15, 1493) 45
From Letter to Ferdinand and Isabella Regarding the Fourth Voyage
(July 7, 1503) 51

John Smith (1580–1631) 53

The General History of ­Virginia, New ­England, and the Summer Isles 56
The Third Book. From Chapter 2. What Happened till the
First Supply 56
From The Fourth Book. [Smith’s Farewell to V ­ irginia] 65
From A Description of New E ­ ngland 66
vii
viii | Contents

William Bradford (1590–1657) 69

Of Plymouth Plantation 73
Book I 73
From Chapter I. [The En­glish Reformation] 73
Chapter IX. Of Their Voyage, and How They Passed the Sea; and
of Their Safe Arrival at Cape Cod 75
Chapter X. Showing How They Sought Out a Place of Habitation;
and What Befell Them Thereabout 78
Book II 82
Chapter XI. The Remainder of Anno 1620 82
[Difficult Beginnings] 83
[Dealings with the Natives] 84
Chapter XIX. Anno 1628 [Mr. Morton of Merrymount] 87
Chapter XXIII. Anno 1632 [Prosperity Weakens Community] 91

John Winthrop (1588–1649) 92

A Model of Christian Charity 93

Roger Williams (c. 1603–1683) 104

A Key into the Language of Amer­i­ca 106
To My Dear and Well-­Beloved Friends and Countrymen,
in Old and New ­England 106
Directions for the Use of Language 110
An Help to the Native Language 111
From Chapter I. Of Salutation 111
From Chapter II. Of Eating and Entertainment 111
From Chapter VI. Of the ­Family and Business of the House 111
From Chapter XI. Of Travel 112
From Chapter XVIII. Of the Sea 112

Anne Bradstreet (c. 1612–1672) 112

The Prologue 114
Contemplations 115
The Author to Her Book 122
Before the Birth of One of Her C
­ hildren 123
To My Dear and Loving Husband 124
A Letter to Her Husband, Absent upon Public Employment 124
In Memory of My Dear Grand­child Elizabeth Bradstreet 125
­Here Follows Some Verses upon the Burning of Our House 125
To My Dear C­ hildren 127

Mary Rowlandson (c. 1637–1711) 130

A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson 132
The First Remove 134
The Second Remove 135
The Third Remove 136
The Twelfth Remove 139
 C o n t e n t s  | ix

The Nineteenth Remove 140

The Twentieth Remove 143

Edward Taylor (c. 1642–1729) 152

Preparatory Meditations 153
Prologue 153
Meditation 8 (First Series) 154
God’s Determinations 155
The Preface 155
Upon Wedlock, and Death of C ­ hildren 157
Huswifery 158

Cot ton Mather (1663–1728) 159

The Won­ders of the Invisible World 160
[A ­People of God in the Dev­il’s Territories] 160
[The Trial of Martha Carrier] 163

Jonathan Edwards (1703–1758) 166

Personal Narrative 168
A Divine and Super­natural Light 179
Sinners in the Hands of an Angry God 192

Benjamin Franklin (1706–1790) 204

The Way to Wealth 208
The Speech of Miss Polly Baker 214
Remarks Concerning the Savages of North Amer­i­ca 216
The Autobiography 220
[Part I] 221
[Part II] 268

Samson Occom (1723–1792) 284

A Short Narrative of My Life 287
A Sermon Preached at the Execution of Moses Paul, An Indian 292
Hymns 303
The Sufferings of Christ, or Throughout the Saviour’s Life
We Trace 303
A Morning Hymn, or Now the Shades of Night Are Gone 304
A Son’s Farewell, or I Hear the Gospel’s Joyful Sound 305

ethnographic and naturalist writings 306

sarah kemble knight: From The Private Journal of a Journey

from Boston to New York in the Year 1704 307
william bartram: Anecdotes of an American Crow 313
hendrick aupaumut: From History of the Muh-­he-­con-­nuk Indians 317
x | Contents

J. Hector St. John de Cr È vecoeur (1735–1813) 321

Letters from an American Farmer 323
From Letter III. What Is an American? 323
From Letter IX. Description of Charles-­Town; Thoughts on Slavery;
on Physical Evil; A Melancholy Scene 333

Thomas Paine (1737–1809) 337

Common Sense 339
Introduction 339
From III. Thoughts on the Pres­ent State of American Affairs 340
The Crisis, No. 1 346

Thomas Jefferson (1743–1826) 352

The Autobiography of Thomas Jefferson 354
From The Declaration of In­de­pen­dence 354

The Federalist 360

No. 1 [Alexander Hamilton] 362
No. 10 [James Madison] 365

Olaudah Equiano (1745?–1797) 370

The In­ter­est­ing Narrative of the Life of Olaudah Equiano,
or Gustavas Vassa, the African, Written by Himself 372
From Chapter I 372
Chapter II 373
From Chapter III 383
From Chapter IV 386
From Chapter V 390
From Chapter VI 394
From Chapter VII 402

Judith Sargent Murray (1751–1820) 406

On the Equality of the Sexes 408

Philip Freneau (1752–1832) 416

The Wild Honey Suckle 417
The Indian Burying Ground 418
On the Religion of Nature 419

Phillis Wheatley (c. 1753–1784) 420

On Being Brought from Africa to Amer­i­ca 422
To the Right Honourable William, Earl of Dartmouth 422
To the University of Cambridge, in New ­England 423
On the Death of the Rev. Mr. George Whitefield, 1770 424
Thoughts on the Works of Providence 425
To S. M., a Young African Painter, on Seeing His Works 428
To His Excellency General Washington 429
 C o n t e n t s  | xi

Charles Brockden Brown (1771–1810) 431

Memoirs of Carwin the Biloquist 433

native american eloquence:

negotiation and re­s is­t ance 475

canassatego: Speech at Lancaster 476

pontiac: Speech at Detroit 479
logan: From Chief Logan’s Speech 481
cherokee ­w omen: To Governor Benjamin Franklin 483
tecumseh: Speech to the Osages 484

American Lit­er­a­ture 1820–1865

introduction 489
timeline 508

Washington Irving (1783–1859) 511

The Author’s Account of Himself 513
Rip Van Winkle 515

James Fenimore Cooper (1789–1851) 527

The Last of the Mohicans 529
Volume I, Chapter III [Natty Bumppo and Chingachgook;
Stories of the ­Fathers] 530

William Cullen Bryant (1794–1878) 536

Thanatopsis 538
To a Waterfowl 540
The Prairies 541

William Apess (1798–1839) 543

An Indian’s Looking-­Glass for the White Man 545

R alph Waldo Emerson (1803–1882) 550

Nature 553
The American Scholar 582
Self-­Reliance 596
The Poet 613
Each and All 628
Brahma 630
xii | Contents

native americans: removal and re­s is­t ance 631

black hawk: From Life of Ma-­k a-­tai-­me-­she-­k ia-­k iak, or

Black Hawk 631
petalesharo: Speech of the Pawnee Chief 636
Speech of the Pawnee Loup Chief 638
elias boudinot: From the Cherokee Phoenix 639
the cherokee memorials  643
Memorial of the Cherokee Council, November 5, 1829 643
ralph waldo emerson: Letter to Martin Van Buren 648

Nathaniel Haw thorne (1804–1864) 651

My Kinsman, Major Molineux 655
Young Goodman Brown 668
The May-­Pole of Merry Mount 678
The Minister’s Black Veil 685
The Birth-­Mark 694

Henry Wadsworth Longfellow (1807–1882) 706

A Psalm of Life 708
The Slave Singing at Midnight 709
The Jewish Cemetery at Newport 710

John Greenleaf Whit tier (1807–1892) 712

Snow-­Bound: A Winter Idyl 714

Edgar Allan Poe (1809–1849) 731

The Raven 735
Annabel Lee 738
Ligeia 739
The Fall of the House of Usher 749
The Tell-­Tale Heart 762
The Black Cat 766
The Purloined Letter 772
The Cask of Amontillado 785
The Philosophy of Composition 790

Abraham Lincoln (1809–1865) 799

Address Delivered at the Dedication of the Cemetery at Gettysburg,
November 19, 1863 801
Second Inaugural Address, March 4, 1865 801

Margaret Fuller (1810–1850) 803

The ­Great Lawsuit: Man versus Men. ­Woman versus ­Women 806
[Four Kinds of Equality] 806
[The ­Great Radical Dualism] 810
 C o n t e n t s  | xiii

slavery, race, and the making of

american lit­e r ­a­t ure 815

thomas jefferson: From Notes on the State of ­Virginia 816

david walker: From David Walker’s Appeal in Four Articles 819
samuel e. cornish and john b. russwurm: To Our Patrons 823
william lloyd garrison: To the Public 826
angelina e. grimké: From Appeal to the Christian W­ omen
of the South 829
sojourner truth: Speech to the W
­ omen’s Rights Convention
in Akron, Ohio, 1851 832
james m. whitfield: Stanzas for the First of August 833
martin r. delan y: From Po­liti­cal Destiny of the Colored Race
on the American Continent 835

Harriet Beecher Stowe (1811–1896) 838

­Uncle Tom’s Cabin; or, Life among the Lowly 840
Volume I 840
Chapter VII. The ­Mother’s Strug­gle 840
Chapter IX. In Which It Appears That a Senator Is but a Man 850
Chapter XII. Select Incident of Lawful Trade 861
Volume II 873
From Chapter XXVI. Death 873

Harriet Jacobs (c. 1813–1897) 878

Incidents in the Life of a Slave Girl 879
I. Childhood 879
VII. The Lover 882
X. A Perilous Passage in the Slave Girl’s Life 886
XIV. Another Link to Life 890
XXI. The Loophole of Retreat 892
XLI. F
­ ree at Last 894

Henry David Thoreau (1817–1862) 900

Re­sis­tance to Civil Government 903
Walden, or Life in the Woods 920
1. Economy 920
2. Where I Lived, and What I Lived For 962
5. Solitude 972
17. Spring 977
18. Conclusion 988

Frederick Douglass (1818–1895) 996

Narrative of the Life of Frederick Douglass, an American Slave,
Written by Himself 1000
What to the Slave Is the Fourth of July? 1066
xiv | Contents

Walt Whitman (1819–1892) 1070

Preface to Leaves of Grass (1855) 1073
Inscriptions 1088
One’s-­Self I Sing 1088
Shut Not Your Doors 1088
Song of Myself (1881) 1088
­Children of Adam 1133
Spontaneous Me 1133
Facing West from California’s Shores 1134
Crossing Brooklyn Ferry 1135
Sea-­Drift 1139
Out of the Cradle Endlessly Rocking 1139
By the Roadside 1144
When I Heard the Learn’d Astronomer 1144
The Dalliance of the Eagles 1144
Drum-­Taps 1145
Beat! Beat! Drums! 1145
Cavalry Crossing a Ford 1145
The Wound-­Dresser 1146
Memories of President Lincoln 1148
When Lilacs Last in the Dooryard Bloom’d 1148

Herman Melville (1819–1891) 1154

Bartleby, the Scrivener 1157
Benito Cereno 1184
Battle-­Pieces 1241
The Portent 1241

Frances Ellen Watkins Harper (1825–1911) 1241

Eliza Harris 1242
Bury Me in a ­Free Land 1244
Learning to Read 1245

Emily Dickinson (1830–1886) 1246

39 [I never lost as much but twice -­] 1250
112 [Success is counted sweetest] 1250
122 [­T hese are the days when Birds come back -­] 1251
124 [Safe in their Alabaster Chambers -­] 1251
202 [“Faith” is a fine invention] 1252
207 [I taste a liquor never brewed -­] 1252
236 [Some keep the Sabbath g­ oing to Church -­] 1253
259 [A Clock stopped -­] 1253
260 [I’m Nobody! Who are you?] 1254
269 [Wild Nights -­Wild Nights!] 1254
320 [­T here’s a certain Slant of light] 1254
339 [I like a look of Agony] 1256
340 [I felt a Funeral, in my Brain] 1256
 C o n t e n t s  | xv

353 [I’m ceded—­I’ve stopped being Their’s] 1257

355 [It was not Death, for I stood up] 1257
359 [A Bird, came down the Walk -­] 1258
365 [I know that He exists] 1258
372 [­A fter g­ reat pain, a formal feeling comes -­] 1259
373 [This World is not conclusion] 1259
409 [The Soul selects her own Society -­] 1260
411 [Mine -­by the Right of the White Election!] 1260
446 [This was a Poet -­] 1261
448 [I died for Beauty -­but was scarce] 1261
479 [­Because I could not stop for Death -­] 1262
518 [When I was small, a ­Woman died -­] 1262
519 [This is my letter to the World] 1263
591 [I heard a Fly buzz -­when I died -­] 1263
598 [The Brain -­is wider than the Sky -­] 1264
620 [Much Madness is divinest Sense -­] 1264
656 [I started Early -­Took my Dog -­] 1264
704 [My Portion is Defeat—­today -­] 1265
706 [I cannot live with You -­] 1266
760 [Pain -­has an Ele­ment of Blank -­] 1267
764 [My Life had stood -­a Loaded Gun -­] 1267
788 [Publication -­is the Auction] 1268
1096 [A narrow Fellow in the Grass] 1268
1108 [The Bustle in a House] 1269
1212 [My Triumph lasted till the Drums] 1269
1263 [Tell all the Truth but tell it slant -­] 1270
1577 [The Bible is an antique Volume -­] 1270
1773 [My life closed twice before it’s close] 1271
Letter Exchange with Susan Gilbert Dickinson on Poem 124 1271
Letters to Thomas Went­worth Higginson 1273
April 15, 1862 1273
April 25, 1862 1274

Rebecca Harding Davis (1831–1910) 1275

Life in the Iron-­Mills 1277

Louisa May Alcot t (1832–1888) 1304

­Little ­Women 1306
Part Second. Chapter IV. Literary Lessons 1306

Selected Bibliographies A1
Permissions Acknowledgments A23
Index A25
 Preface to the Shorter Ninth Edition

The Ninth Edition of The Norton Anthology of American Lit­er­a­ture is the

first for me as General Editor; for the Eighth Edition, I served as Associate
General Editor ­under longstanding General Editor Nina Baym. On the
occasion of a new general editorship, we have undertaken one of the most
extensive revisions in our long publishing history. Three new section edi-
tors have joined the team: Sandra M. Gustafson, Professor of En­glish and
Concurrent Professor of American Studies at the University of Notre Dame,
who succeeds Wayne Franklin and Philip Gura as editor of “American Lit­er­
a­ture, Beginnings to 1820”; Michael A. Elliott, Professor of En­ glish at
Emory University, who succeeds Nina Baym, Robert S. Levine, and Jeanne
Campbell Reesman as editor of “American Lit­er­a­ture, 1865–1914”; and
Amy Hungerford, Professor of En­glish and American Studies at Yale Uni-
versity, who succeeds Jerome Klinkowitz and Patricia B. Wallace as editor
of “American Lit­er­a­ture since 1945.” T ­ hese editors join Robert S. Levine,
editor of “American Lit­er­a­ture, 1820–1865,” and Mary Loeffelholz, editor
of “American Lit­er­a­ture, 1914–1945.” Each editor, new or continuing, is a
well-­k nown expert in the relevant field or period and has ultimate responsi-
bility for his or her section of the anthology, but we have worked closely
from first to last to rethink all aspects of this new edition. Period introduc-
tions, author headnotes, thematic clusters, annotations, illustrations, and
biblio­graphies have all been updated and revised. We have also added a
number of new authors, se­lections, and thematic clusters. We are excited
about the outcome of our collaboration and anticipate that, like the previ-
ous eight editions, this edition of The Norton Anthology of American Lit­er­
a­ture ­w ill continue to lead the field.
From the anthology’s inception in 1979, the editors have had three main
aims: first, to pres­ent a rich and substantial enough variety of works to
enable teachers to build courses according to their own vision of American
literary history (thus, teachers are offered more authors and more se­lections
than they ­w ill prob­ably use in any one course); second, to make the anthol-
ogy self-­sufficient by featuring many works in their entirety along with
extensive se­lections for individual authors; third, to balance traditional inter-
ests with developing critical concerns in a way that allows for the complex,
rigorous, and capacious study of American literary traditions. As early as
1979, we anthologized work by Anne Bradstreet, Mary Rowlandson, Sarah
Kemble Knight, Phillis Wheatley, Margaret Fuller, Harriet Beecher Stowe,
Frederick Douglass, Sarah Orne Jewett, Kate Chopin, Mary E. Wilkins
Freeman, Booker T. Washington, Charles W. Chesnutt, Edith Wharton,
xvii
xviii | P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n

W. E. B. Du Bois, and other writers who ­were not yet part of a standard
canon. Yet we never shortchanged writers—­such as Franklin, Emerson,
Whitman, Hawthorne, Melville, Dickinson, Hemingway, Fitzgerald, and
Faulkner—­whose work many students expected to read in their American
lit­er­a­ture courses, and whom most teachers then and now would not think
of ­doing without.
The so-­called canon wars of the 1980s and 1990s usefully initiated a
review of our understanding of American lit­er­a­ture, a review that has
enlarged the number and diversity of authors now recognized as contributors
to the totality of American lit­er­a­ture. The traditional writers look dif­fer­ent in
this expanded context, and they also appear dif­fer­ent according to which of
their works are selected. Teachers and students remain committed to the idea
of the literary—­that writers strive to produce artifacts that are both intellec-
tually serious and formally skillful—­but believe more than ever that writers
should be understood in relation to their cultural and historical situations.
We address the complex interrelationships between lit­er­a­ture and history in
the period introductions, author headnotes, chronologies, and some of the
footnotes. As in previous editions, we have worked with detailed suggestions
from many teachers on how best to pres­ent the authors and se­lections. We
have gained insights as well from the students who use the anthology. Thanks
to questionnaires, face-­to-­face and phone discussions, letters, and email, we
have been able to listen to t­hose for whom this book is intended. For the
Shorter Ninth Edition, we have drawn on the careful commentary of over 130
reviewers and reworked aspects of the anthology accordingly.
Our new materials continue the work of broadening the canon by repre-
senting new writers in depth, without sacrificing widely assigned writers,
many of whose se­lections have been reconsidered, reselected, and expanded.
Our aim is always to provide extensive enough se­lections to do the writers
justice, including complete works wherever pos­si­ble. Our Shorter Ninth Edi-
tion offers sixteen complete longer works, including such newly added
works as Charles Brockden Brown’s Memoirs of Carwin the Biloquist and
James Baldwin’s “Sonny’s Blues.” Two complete works—­Eugene O’Neill’s
Long Day’s Journey into Night and Tennessee Williams’s A Streetcar Named
Desire—­a re exclusive to The Norton Anthology of American Lit­er­a­ture.
Charles Brockden Brown, Louisa May Alcott, and Junot Díaz are among
the writers added to the prior edition, and to this edition we have intro-
duced George Saunders and Natasha Tretheway, among ­others. We have
also expanded and in some cases reconfigured such central figures as Frank-
lin, Hawthorne, Dickinson, Twain, and Hemingway, offering new approaches
in the headnotes, along with some new se­lections. In fact, the headnotes
and, in many cases, se­lections for such frequently assigned authors as Wil-
liam Bradford, Washington Irving, James Fenimore Cooper, William Cul-
len Bryant, Henry Wadsworth Longfellow, Ralph Waldo Emerson, Harriet
Beecher Stowe, Mark Twain, William Dean Howells, Henry James, Kate
Chopin, W. E. B. Du Bois, Edith Wharton, Willa Cather, and William
Faulkner have been revised, updated, and in some cases entirely rewritten
in light of recent scholarship. The Shorter Ninth Edition further expands
its se­lections of ­women writers and writers from diverse ethnic, racial, and
regional backgrounds—­always with attention to the critical acclaim that
recognizes their contributions to the American literary rec­ord. New and
 P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n | xix

recently added writers such as Samson Occom, along with the figures repre-
sented in the new cluster “Native American Oral Lit­er­a­ture,” enable teachers
to bring early Native American writing and oratory into their syllabi, or,
should they prefer, to focus on ­these se­lections as a freestanding unit lead-
ing t­oward the moment ­after 1945 when Native writers fully entered the
mainstream of literary activity.
We are pleased to continue our popu­lar innovation of topical gatherings
of short texts that illuminate the cultural, historical, intellectual, and liter-
ary concerns of their respective periods. Designed to be taught in a class
period or two, or used as background, each of the nine clusters consists of
brief, carefully excerpted primary and (in one case) secondary texts, about
six to ten per cluster, and an introduction. Diverse voices—­many new to the
anthology—­highlight a range of views current when writers of a par­tic­u­lar
time period ­were active, and thus allow students better to understand some
of the large issues that ­were being debated at par­tic­u­lar historical moments.
For example, in “Slavery, Race, and the Making of American Lit­er­a­ture,”
texts by David Walker, William Lloyd Garrison, Angelina Grimké, Sojourner
Truth, James M. Whitfield, and Martin R. Delany speak to the ­great para-
dox of pre–­Civil War Amer­i­ca: the contradictory rupture between the reali-
ties of slavery and the nation’s ideals of freedom.
The Shorter Ninth Edition strengthens this feature with seven new and
revised clusters attuned to the requests of teachers. To help students address
the controversy over race and aesthetics in Adventures of Huckleberry Finn,
we have revised a cluster that shows what some of the leading critics of the
past few de­cades thought was at stake in reading and interpreting slavery and
race in Twain’s canonical novel. The 1865–1914 section also features “Real-
ism and Naturalism,” and we continue to include the useful “Modernist
Manifestos” in the section covering 1914–1945. We have added to the popu­
lar “Creative Nonfiction” in the post-1945 section new se­lections by David
Foster Wallace, Hunter S. Thompson, and Joan Didion, which join texts by
such writers as Jamaica Kincaid and Edwidge Danticat.
The Shorter Ninth Edition features an expanded illustration program, both
of the black-­and-­white images, 107 of which are placed throughout the vol-
umes, and of the color plates so popu­lar in the last two editions. In selecting
color plates—­from Elizabeth Graham’s embroidered map of Washington,
D.C., at the start of the nineteenth ­century to Jeff Wall’s “­A fter ‘Invisible
Man’ ” at the beginning of the twenty-­first—­the editors aim to provide images
relevant to literary works in the anthology while depicting arts and artifacts
representative of each era. In addition, graphic works—­segments from Art
Spiegelman’s canonical graphic novel, Maus, and a facsimile page of Emily
Dickinson manuscript, along with the many new illustrations—­open possibili-
ties for teaching visual texts.

Period-­by-­Period Revisions
American Literature, Beginnings to 1820. Sandra M. Gustafson, the new
editor for this period, has substantially revised this section. Prior editions
broke this period into two historical sections, with two introductions and a
dividing line at the year 1700; Gustafson has dropped that artificial divide
to tell a more coherent and fluid story (in her new introduction) about the
xx | P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n

variety of American lit­er­a­tures during this long period. The section continues
to feature narratives by early Eu­ro­pean explorers of the North American
continent as they encountered and attempted to make sense of the diverse
cultures they met, and as they sought to justify their aim of claiming the
territory for Eu­ro­pe­ans. In addition to the standing material by John Smith
and William Bradford, we include new material by Roger Williams and
Charles Brockden Brown’s Memoirs of Carwin the Biloquist (the complete
“prequel” to his first novel, Wieland). We continue to offer substantial
se­lections from Rowlandson’s enormously influential A Narrative of the
Captivity and Restoration of Mrs. Mary Rowlandson and Benjamin Franklin’s
Autobiography (which remains one of the most compelling works on the
emergence of an “American” self). New and revised thematic clusters of texts
highlight themes central to this long historical period. “Native American
Oral Lit­er­a­ture” features creation stories, trickster tales, oratory, and poetry
from a spectrum of traditions, while “Native American Eloquence” collects
speeches and accounts by Canassatego and Native American ­women (both
new to the volume), Pontiac, Chief Logan (as cited by Thomas Jefferson),
and Tecumseh, which, as a group, illustrate the centuries-­long pattern of
initial peaceful contact between Native Americans and whites mutating into
­bitter and violent conflict. The Native American presence in the volume is
further expanded with increased repre­sen­ta­tion of Samson Occom, which
includes an excerpt from his sermon at the execution of Moses Paul. The
new cluster “Ethnographic and Naturalist Writings” includes writings by
Sarah Kemble Knight, William Bartram, and Hendrick Aupaumut. With this
cluster, and a number of new se­lections and revisions in the other historical
sections, the Ninth Edition pays greater attention to the impact of science
on American literary traditions.

American Lit­er­a­ture, 1820–1865. U ­ nder the editorship of Robert S.

Levine, this section over the past several editions has become more diverse.
Included h ­ ere are the complete texts of Emerson’s Nature, Douglass’s Nar­
rative, Whitman’s Song of Myself, Melville’s Benito Cereno, and Rebecca
Harding Davis’s Life in the Iron Mills. At the same time, aware of the impor­
tant role of African American writers in the period, and the omnipresence
of race and slavery as literary and po­liti­cal themes, we have recently added
the major African American writer Frances E. W. Harper. A generous
se­lection from Stowe’s U ­ ncle Tom’s Cabin, and the cluster “Slavery, Race,
and the Making of American Lit­er­a­ture,” also help remind students of how
central slavery was to the literary and po­liti­cal life of the nation during this
period. “Native Americans: Re­sis­tance and Removal” gathers oratory and
writings—by Native Americans such as Black Hawk and whites such as
Ralph Waldo Emerson—­protesting Andrew Jackson’s ruthless national pol-
icy of Indian removal. Po­liti­cal themes, far from diluting the literary imagi-
nation of American authors, served to inspire some of the most memorable
writing of the pre–­Civil War period.
Recently added prose fiction includes a chapter from Cooper’s The Last
of the Mohicans. Poetry by Emily Dickinson is now presented in the texts
established by R. W. Franklin and includes a facsimile page from Fascicle
10. For this edition we have added several poems by Dickinson that w ­ ere
 P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n | xxi

inspired by the Civil War. Other se­lections added to this edition include
Poe’s popu­lar short story “The Cask of Amontillado.”

American Lit­er­a­ture, 1865–1914. Newly edited by Michael A. Elliott, this

section includes expanded se­lections of key works, as well as new ones that
illustrate how many of the strug­gles of this period prefigure our own. Com-
plete longer works include Twain’s Adventures of Huckleberry Finn and
James’s Daisy Miller. In the Eighth Edition, we introduced a section on the
critical controversy surrounding race and the conclusion of Adventures of
Huckleberry Finn. That section remains as impor­tant as ever, and new
additions incorporate a recent debate about the value of an expurgated edi-
tion of the novel.
We have substantially revised clusters designed to give students a sense
of the cultural context of the period. New se­lections in “Realism and Natu-
ralism” demonstrate what was at stake in the debate over realism, among
them a feminist response from Charlotte Perkins Gilman. We have also
added fiction by African American authors, including Pauline Hopkins’s
“Talma Gordon.” The 1865–1914 period saw a rise in immigration that
helped to make the country what it is ­today. A newly added se­lection of
poems by Emma Lazurus brings this theme into focus.

American Lit­er­a­ture, 1914–1945. Edited by Mary Loeffelholz, “American

Lit­er­a­ture, 1914–1945” offers a number of complete longer works, including
Eugene O’Neill’s Long Day’s Journey into Night (exclusive to the Norton
Anthology). New se­lections by Zora Neale Hurston (“Sweat”) and John
Steinbeck (“The Chrysanthemums”) further contribute to the volume’s
exploration of issues connected with racial and social geographies.
Se­lections by Ezra Pound, T. S. Eliot, Marianne Moore, Hart Crane, and
Langston Hughes encourage students and teachers to contemplate the
interrelation of modernist aesthetics with ethnic, regional, and popu­lar
writing. In “Modernist Manifestos,” F. T. Marinetti, Mina Loy, Ezra Pound,
Willa Cather, William Carlos Williams, and Langston Hughes show how
the manifesto as a form exerted a power­f ul influence on international mod-
ernism in all the arts. Other recent and new additions to this section
include Faulkner’s popu­lar “A Rose for Emily,” Gertrude Stein’s introduc-
tion to The Making of Americans, Hemingway’s “Hills Like White Elephants,”
and poems by Edwin Arlington Robinson.

American Lit­er­a­ture since 1945. Amy Hungerford, the new editor of

“American Lit­er­a­ture since 1945,” has revised the section to pres­ent a wider
range of writing in poetry, prose, drama, and nonfiction. As before, the sec-
tion offers the complete texts of Tennessee Williams’s A Streetcar Named
Desire (exclusive to this anthology), Arthur Miller’s Death of a Salesman, and
Allen Ginsberg’s Howl. New to this edition is Don DeLillo. The se­lection
from White Noise, one of DeLillo’s most celebrated novels, tells what feels
like a con­temporary story about a nontraditional ­family navigating an envi-
ronmental disaster in a climate saturated by mass media. Two newly added
stories—­Patricia Highsmith’s “The Quest for Blank Claveringi” and George
Saunders’s “CivilWarLand in Bad Decline”—­reveal the impact of science
xxii | P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n

fiction, fantasy, horror, and (especially in the case of Saunders) mass media
on literary fiction. Recognized literary figures in all genres, ranging from
Elizabeth Bishop to Leslie Marmon Silko and Toni Morrison, continue to
be richly represented. In response to instructors’ requests, we now include
Flannery O’Connor’s “A Good Man Is Hard to Find” and James Baldwin’s
“Sonny’s Blues.”
One of the most distinctive features of twentieth-­and twenty-­first-­century
American lit­er­a­ture is a rich vein of African American poetry. This edition
adds a con­temporary poet from this living tradition: Natasha Trethewey,
whose se­lections include personal and historical elegies. Trethewey joins
African American poets whose work has long helped define the anthology—­
Rita Dove, Gwendolyn Brooks, Robert Hayden, Audre Lorde, and o ­ thers.
This edition gives even greater exposure to literary and social experimen-
tation during the 1960s, 1970s, and beyond. To our popu­lar cluster “Cre-
ative Nonfiction” we have added a new se­lection by Joan Didion, from
“Slouching T ­ owards Bethlehem,” which showcases her revolutionary style
of journalism as she comments on experiments with public per­for­mance
and communal living during the 1960s. A new se­lection from David Foster
Wallace in the same cluster pushes reportage on the Maine Lobster Festi-
val into philosophical inquiry: how can we fairly assess the pain of other
creatures? Standing authors in the anthology, notably John Ashbery and
Amiri Baraka, fill out the section’s survey of radical change in the forms,
and social uses, of literary art.
We are delighted to offer this revised Shorter Ninth Edition to teachers
and students, and we welcome your comments.

Additional Resources from the Publisher

We are also pleased to offer the Ninth Edition in an ebook format. The
Digital Anthologies include all the content of the print volumes, with print-­
corresponding page and line numbers for seamless integration into the
print-­digital mixed classroom. Annotations are accessible with a click or a
tap, encouraging students to use them with minimal interruption to their
reading of the text. The e-­reading platform facilitates active reading with a
power­f ul annotation tool and allows students to do a full-­text search of
the anthology and read online or off. The Digital Editions can be accessed
from any computer or device with an Internet browser and are available
to students at a fraction of the print price at digital​ .­
w wnorton​.­
com​
/­americanlit9shorter. For exam copy access to the Digital Editions and for
information on making the Digital Editions available through the campus
bookstore or packaging the Digital Editions with the print anthology, instruc-
tors should contact their Norton representative.
To give instructors even more flexibility, Norton is making available the
full list of 254 Norton Critical Editions. A Norton Critical Edition can be
included with any volume at a discounted price (see your Norton represen-
tative for details). Each Norton Critical Edition gives students an authorita-
tive, carefully annotated text accompanied by rich contextual and critical
materials prepared by an expert in the subject. The publisher also offers the
much-­praised guide Writing about American Lit­er­a­ture, by Karen Gocsik
 P r e f ac e t o t h e S h o r t e r N i n t h E d i t i o n | xxiii

(University of California–­San Diego) and Coleman Hutchison (University

of Texas–­Austin), ­f ree with ­either volume.
In addition to the Digital Editions, for students using The Norton Anthol­
ogy of American Lit­er­a­ture, the publisher provides a wealth of ­f ree resources
at digital​.­w wnorton​.­com​/­americanlit9shorter. ­There students ­w ill find more
than fifty reading-­comprehension quizzes on the period introductions and
widely taught works with extensive feedback that points them back to the
text. Ideal for self-­study or homework assignments, Norton’s sophisticated
quizzing engine allows instructors to track student results and improvement.
For over twenty-five works in the anthology, the sites also offer Close Read-
ing Workshops that walk students step-­by-­step through analy­sis of a literary
work. Each workshop prompts students to read, reread, consider contexts,
and answer questions along the way, making ­these perfect assignments to
build close-­reading skills.
The publisher also provides extensive instructor-­ support materials.
New to the Ninth Edition is an online Interactive Instructor’s Guide at
iig​.­w wnorton​.­com​/­americanlit9​/­f ull. Invaluable for course preparation, this
resource provides hundreds of teaching notes, discussion questions, and
suggested resources from the much-­ praised Teaching with The Norton
Anthology of American Lit­er­a­ture: A Guide for Instructors by Edward Whit-
ley (Lehigh University). Also at this searchable and sortable site are quiz-
zes, images, and lecture Power­Points for each introduction, topic cluster,
and twenty-­five widely taught works. A PDF of Teaching with NAAL is
available for download at wwnorton​.­com​/­instructors.
Fi­nally, Norton Coursepacks bring high-­quality digital media into a new
or existing online course. The coursepack includes all the reading compre-
hension quizzes (customizable within the coursepack), the Writing about
Lit­er­a­ture video series, a bank of essay and exam questions, bulleted sum-
maries of the period introductions, and “Making Connections” discussion
or essay prompts to encourage students to draw connections across the
anthology’s authors and works. Coursepacks are available in a variety of
formats, including Blackboard, Canvas, Desire2Learn, and Moodle, at no
cost to instructors or students.

Editorial Procedures
As in past editions, editorial features—­period introductions, headnotes,
annotations, and biblio­graphies—­are designed to be concise yet full and to
give students necessary information without imposing a single interpreta-
tion. The editors have updated all apparatus in response to new scholar-
ship: period introductions have been entirely or substantially rewritten, as
have many headnotes. All selected biblio­graphies and each period’s general-­
resources biblio­graphies, categorized by Reference Works, Histories, and
Literary Criticism, have been thoroughly updated. The Ninth Edition retains
two editorial features that help students place their reading in historical
and cultural context—­a Texts/Contexts timeline following each period intro-
duction and a map on the front endpaper of each volume.
Whenever pos­si­ble, our policy has been to reprint texts as they appeared
in their historical moment. ­T here is one exception: we have modernized
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